International audienceThis report deals with the design of a teaching and learning pathway that encompasses an assessment method coherent with the educational long term goal chosen by the teacher. More specifically, it is aimed at contributing to promote high school learners’ culture of theorems – i.e. mastery of conjecturing and proving supported by meta-mathematical knowledge. The assessment method, which combines formative assessment all during the teaching sequence and final assessment based on student’s self-reflective report on her learning trajectory, has been implemented in 10th grade classes. A written essay, in form of letter written by the students to a fictitious schoolmate at the end of the pathway, is analysed in order to evaluate the potential of the implemented course
